<h2>Javascript Required</h2> <p>You need to enable Javascript in your browser to edit pages.</p> Margarita Alvarado theme is waste
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Teacher Standard: 3c Engaging students in learning
Special Materials: Chart paper, markers, beach garbage bag full of paper trash, garbage bags, rubber gloves, journals, data collection worksheet
Students will be able to (SWBAT)…
Assessment: Student Involvement Model
…Recognize and identify how properly recycle as they participate in a beach cleanup at their community beach.
Students will be assessed by the teacher on a rubric based on participation and their charts.
Initial Activity (5 minutes) Student Choice Connections Discussion Fun
Students will be making connections and then briefly sharing out ideas regarding their personal recycling habits. In your journals jot down the following:
What kind of waste do you typically recycle at home?
Estimate how much garbage you personally create each day?
How much garbage do you think you produce in your household each day?
Teacher will facilitate a brief class discussion by asking students to share out what they wrote down.
Word of the day (5 minutes)
Recycle: To treat or process used or waste materials to make suitable for reuse.
Mini-Lesson (10 minutes)
Teacher will say: As you can see, we are at our local beach. For those of you that are not from this neighborhood, this beach is Coney Island. Students will be informed that the average individual produces the equivalent to 5 pounds of garbage per day. (Teacher will show and pass around a garbage bag full of paper)
Teacher will ask: What are the benefits of recycling? Where do you think the garbage will end up if it weren’t recycled?
Exploration Activity (25 minutes)
Students will be divided into groups and work collaboratively to collect the garbage they see on the beach. Each group will receive a pair of gloves and 1 garbage bag. (10 minutes)
Groups will reconvene and work together and sort the trash using rubber gloves while creating trash categories. It will be up to the students to arrange what they collected into categories. (10 minutes).
Students will create an itemized chart of their findings on using tallies for total number of pieces of garbage under each category. (5 minutes)
*Teacher and other staff will monitor students to make sure they are on track, monitor safety, support them in any way and answer questions.
Groupings: Individual Pairs X Small Group (3-5) Whole-class (>5)
Students will be grouped homogenously and based on their social relationships.
Modifications: Scaffold Materials: For those students with IEP’s, a pre slugged chart with categories will be distributed as needed to help those students organize their thoughts and ideas.
Summary (15 minutes)
------------------------------------------------------------------------------------------------------- Students will be asked to explain how and why they categorized the trash the way they did.
One student will be asked to represent their group as they share the findings with the whole class.
Based on their findings and class discussion – students will come to a consensus as whole and determine which items can be recycled and which items can remain as trash.
Responses will be charted by teacher.
Homework:
Think of 3 items you can reuse rather than throw in the trash.
TEACHER RUBRIC ASSESSMENT
Basic Understanding
Proficient Understanding
Advanced Understanding
Participated in Class Discussion
Provided minimal ideas during group discussion, or contributed ideas that were not relevant to the discussion
Actively participated in group discussions with ideas that were on topic
Actively participated in group discussion with unique ideas that furthered the conversation
Understood the Benefits of Recycling
Demonstrated limited understanding of recycling
Demonstrated understanding of the recycling including some benefits
Demonstrated deep understanding of the problems with waste management, and why recycling was a potential solution
Categorized Types of Garbage
Was not able to create categories from the garbage collected
Identified different categories and was able to place most of the garbage into categories
Identified different categories, placed the objects in the appropriate categories and created new and more detailed category headings
Created a Chart from Collected Information
Included information, but did not put in chart form
Used the information to create a chart
Used the information to create a chart, added additional features or ideas to communicate additional information
MODIFICATION SCAFFOLD: PRESLUGGED CATEGORY CHART
TRASH CHART
FOOD
PAPER
PLASTIC
GLASS
METAL
1
2
3
4
5
6
7
8
9
10
Source: Chart and rubric were adapted from www.pbs.org
Josh - FINAL - ADVOCACY AND AWARENESS
Unit: Community Outreach
Subject: Social Studies
Grade: 9/10
Teacher: Mr. Sorongon
Lesson Recycling Advocacy and Awareness (2-3 day lesson)
Teacher Standard: 3c Engaging students in learning.
Special Materials: Card board boxes Materials from **http://materials.bwprronline.org/** Markers Crayons Colored Pencils Pens, Pencils Tape, Scissors Rubber Gloves
Students will be able to (SWBAT)…
Assessment:
…Become advocates and community leaders as they begin to promote awareness of the benefits and importance of recycling as a school community.
Students will be assessed by the teacher according to a rubric based on collaboration and teamwork.
Initial Activity(5 minutes)
Recall our trip in Coney Island. Based on your findings and experience do you think it is important to institute a recycling program in our school? Explain.
Students will share their responses and the teacher will record responses on chart paper.
Word of the day (5 minutes)
Waste Management:collection, transportation, and disposal of garbage, sewage and other waste products. Waste management is the process of treating solid wastes and offers variety of solutions for recycling items that don't belong to trash. It is about how garbage can be used as a valuable resource.
Mini-Lesson (10 minutes)
Teacher will ask students: Based on what we’ve learned about recycling, what do you think of the school as a whole in terms of keeping the building clean?
Teacher will ask: How can we as part of the school community improve the current situation?
Teacher will explain how recycling goes on in his personal home. Give examples of recycling bottles, glass, paper in his apartment complex and how everyone in the living in the complex is expected to pitch in. Teacher will ask: Does anyone do the same or similar in his or own home? Explain.
After a few responses teacher will introduce the materials and say that starting here in our classroom, we will begin to make a difference and make our school better by becoming community leaders through a recycling program. In order for us to be successful, we as a class need to be proactive and set a positive example for the rest of the school.
Teacher will display the materials ordered from http://materials.bwprronline.org/ Teacher will explain the recycling decals and model how to put together one of the cardboard boxes. Teacher will explain that these are the same decals and stickers used to differentiate where recyclables and non recyclables go. Pause for questions from students.
Exploration Activity(35 minutes)
Students will volunteer to be on one of the following teams:
Raising Awareness – This group will be in charge of making posters about recycling to encourage their peers to get involved. Green Collar Crew – This group will be assembling and labeling recycling bins appropriately. Inspection Crew – At the end of the period, members of this group will check the bins to make sure items were recycled properly. Members of the inspection crew will also support other groups as needed. Outreach Crew – This group will be responsible for brainstorming school drives and functions to promote the program. They will also be responsible for creating public service announcements to be posted around the school about the benefits of recycling.
*Teacher and other staff will monitor students to make sure they are on track, monitor safety, support them in any way and answer questions.
Groupings: Individual Pairs X Small Group (3-5) X Whole-class (>5)
Students will be broken up into different groups. Students will be grouped heterogeneously in order for students to best utilize each others strengths and help each other if and when they struggle. The point of this it to not only raise awareness but build a sense of community.
Modifications: Students with IEP’s will be supported by frequent teacher checks for understanding during the Exploration Activity. Certain material such as boxes will be folded and marked with colors that match up with the recycling decals.
Summary(5 minutes)
------------------------------------------------------------------------------------------------------- Teacher will check in with each group towards the end of the period. Clean up any items, put them away to continue tomorrow.
Homework: Get a good night’s sleep! Come back with a positive attitude to continue our work!
TEACHER ASSESSMENT RUBRIC FOR COOPERATIVE LEARNING
1
2
3
4
Contribution to group goals
Works toward group goals only when prompted
Works toward group goals with occasional prompting
Works toward group goals without occasional prompting; accepts and fulfills individual role within group
Consistently and actively works toward group goals; willingly accepts and fulfills individual role within group
Consideration of others
Needs occasional reminders to be sensitive to the feelings of others
Shows sensitivity to the feelings of others
Shows and expresses sensitivity to the feelings of others; encourages participation of others
Shows sensitivity to the feelings and learning needs of others; values the knowledge, opinion, and skills of all group members and encourages their contribution
Contribution of knowledge
Contributes information to the group only when prompted
Contributes information to the group with occasional prompting or reminding
Contributes knowledge, opinions, and skills without prompting or reminding
Consistently and actively contributes knowledge, opinions, and skills without prompting or reminding
Working and sharing with others
Participates in needed changes when prompted and encouraged; always or often relies on others to do the work
Participates in needed changes with occasional prompting; often needs reminding to do the assigned work
Willingly participates in needed changes; usually does the assigned work and rarely needs reminding
Helps the group identify necessary changes and encourages group action for change; always does the assigned work without having to be reminded
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Midterm Lesson Plan
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Margarita Alvarado
Midterm Lesson Plan Theme Waste
<h2>Javascript Required</h2> <p>You need to enable Javascript in your browser to edit pages.</p> Margarita Alvarado theme is waste
Genna Cohn
Galina
Jasmine
Jasia <3
Josh
Coney Island Beach Cleanup
**CCSS.ELA-LITERACY.RST.9-10.7**
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
Teacher Standard: 3c Engaging students in learning
Chart paper, markers, beach garbage bag full of paper trash, garbage bags, rubber gloves, journals, data collection worksheet
In your journals jot down the following:
Teacher will facilitate a brief class discussion by asking students to share out what they wrote down.
Teacher will ask:
What are the benefits of recycling?
Where do you think the garbage will end up if it weren’t recycled?
Each group will receive a pair of gloves and 1 garbage bag. (10 minutes)
Groups will reconvene and work together and sort the trash using rubber gloves while creating trash categories. It will be up to the students to arrange what they collected into categories. (10 minutes).
Students will create an itemized chart of their findings on using tallies for total number of pieces of garbage under each category. (5 minutes)
*Teacher and other staff will monitor students to make sure they are on track, monitor safety, support them in any way and answer questions.
Individual
Pairs
X Small Group (3-5)
Whole-class (>5)
Scaffold Materials:
For those students with IEP’s, a pre slugged chart with categories will be distributed as needed to help those students organize their thoughts and ideas.
Students will be asked to explain how and why they categorized the trash the way they did.
One student will be asked to represent their group as they share the findings with the whole class.
Based on their findings and class discussion – students will come to a consensus as whole and determine which items can be recycled and which items can remain as trash.
Responses will be charted by teacher.
Think of 3 items you can reuse rather than throw in the trash.
TEACHER RUBRIC ASSESSMENT
MODIFICATION SCAFFOLD: PRESLUGGED CATEGORY CHART
TRASH CHART
Source: Chart and rubric were adapted from www.pbs.org
Josh - FINAL - ADVOCACY AND AWARENESS
Recycling Advocacy and Awareness
(2-3 day lesson)
CCSS.ELA-LITERACY.CCRA.SL.1
CCSS.ELA-LITERACY.CCRA.SL.2
CCSS.ELA-LITERACY.CCRA.SL.3
CCSS.ELA-LITERACY.CCRA.SL.4
Teacher Standard: 3c Engaging students in learning.
Card board boxes
Materials from **http://materials.bwprronline.org/**
Markers
Crayons
Colored Pencils
Pens, Pencils
Tape, Scissors
Rubber Gloves
Students will share their responses and the teacher will record responses on chart paper.
Teacher will ask: How can we as part of the school community improve the current situation?
Teacher will explain how recycling goes on in his personal home.
Give examples of recycling bottles, glass, paper in his apartment complex and how everyone in the living in the complex is expected to pitch in.
Teacher will ask: Does anyone do the same or similar in his or own home? Explain.
After a few responses teacher will introduce the materials and say that starting here in our classroom, we will begin to make a difference and make our school better by becoming community leaders through a recycling program. In order for us to be successful, we as a class need to be proactive and set a positive example for the rest of the school.
Teacher will display the materials ordered from http://materials.bwprronline.org/
Teacher will explain the recycling decals and model how to put together one of the cardboard boxes.
Teacher will explain that these are the same decals and stickers used to differentiate where recyclables and non recyclables go.
Pause for questions from students.
Raising Awareness – This group will be in charge of making posters about recycling to encourage their peers to get involved.
Green Collar Crew – This group will be assembling and labeling recycling bins appropriately.
Inspection Crew – At the end of the period, members of this group will check the bins to make sure items were recycled properly. Members of the inspection crew will also support other groups as needed.
Outreach Crew – This group will be responsible for brainstorming school drives and functions to promote the program. They will also be responsible for creating public service announcements to be posted around the school about the benefits of recycling.
*Teacher and other staff will monitor students to make sure they are on track, monitor safety, support them in any way and answer questions.
Individual
Pairs
X Small Group (3-5)
X Whole-class (>5)
Certain material such as boxes will be folded and marked with colors that match up with the recycling decals.
Teacher will check in with each group towards the end of the period.
Clean up any items, put them away to continue tomorrow.
Get a good night’s sleep! Come back with a positive attitude to continue our work!
TEACHER ASSESSMENT RUBRIC FOR COOPERATIVE LEARNING
Source: Rubric was adapted from www.readwritethink.org
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